Literaturnachweis - Detailanzeige
| Autor/inn/en | Zhang, Wenlan; Lu, Meixing; Yang, Panpan |
|---|---|
| Titel | An Empirical Study about the Impact of Project-Based Learning on Reading Literacy of Primary Students in a Blended Learning Environment |
| Quelle | In: Psychology in the Schools, 60 (2023) 12, S.4930-4945 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.22949 |
| Schlagwörter | Reading Skills; Literacy; Student Projects; Active Learning; Elementary School Students; Blended Learning; Foreign Countries; Reading Instruction; Reading Attitudes; Reading Improvement; Reading Achievement; Reading Comprehension; China |
| Abstract | Reading literacy is the core component of Chinese literacy and the basic ability needed in students' personal development. From the experience of international curriculum and teaching reform, project-based learning is an important way to train students' core literacy. In this context, this paper explores the impact of project-based learning on reading literacy of primary school students in blended learning environment by adopting a mixed-method design. The results show that, compared with traditional teaching, project-based learning is more conducive to promoting primary students' reading behavior and attitude, improving their reading level and reading comprehension ability with two reading purposes. This finding provides empirical evidence and practical guidance for Chinese teachers in primary schools when implementing project-based learning. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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